Pesticide Action Kit, Or Contact the Washington Toxics the Law Requires School Districts To: Coalition at (206) 632-1545 Or Info@Watoxics.Org

What Is the Children’s Pesticide Right-to-Know Act?

The Children’s Pesticide Right to Know Act establishes •Provide an annual summary of all pesticide use in your right to know about pesticides used in the disitrict during the previous year; Washington’s public schools and in day care facilities. • Notify at least interested parents or all parents 48 hours in advance of all pesticide applications, for example via a registry; notification must also be post- Why was the Children’s Pesticide Right- ed 48 hours in advance in a prominent place in the to-Know Act necessary? main office of the school. • For outdoor pesticide applications, post notices at all • School pesticide use is widespread: Districts primary points of entry to the school grounds, and at throughout Washington state routinely use pesticides sites of application; notices must be left in place for linked to cancer, nervous system damage, reproduc- 24 hours afterwards and be in colors contrasting to tive harm, and hormone disruption called high- the background; hazard pesticides. In a 1998 survey by the • For indoor applications to school facilities, post Washington Toxics Coalition, 88% of 33 school dis- notices at the location of the application; notices tricts surveyed reported using at least one high- must be left in place for 24 hours afterwards and be hazard pesticide. School districts surveyed repre- in colors contrasting to the background. sented a range of rural, urban, small and large districts, so the hazards of school pesticide use appear to be widespread. Frequently asked questions about the

• No restrictions on school pesticide use: Use of pes- Children’s Pesticide Right-to-Know Act ticides that can cause serious health effects faces no • Who is responsible for implementation of the special restrictions in Washington schools—unless an Children’s Pesticide Right-to-Know Act? individual school district takes action to protect its students and staff. All public school districts must provide notification, posting, and record-keeping (see above). • No system of notification or reporting about Washington’s state Department of Agriculture must school pesticide use: School districts were not ensure that districts comply with the law, and pro- required to automatically notify all parents or com- vide information to help them to so. pile yearly reports of pesticide use. A request for information about pesticide use might yield no • When will the Act take effect? The Children’s response or a huge stack of application records. Pesticide Right-to-Know Act is effective July 1, 2002. The Washington State Department of Agriculture will oversee implementation of the Act. The Children’s Pesticide Right-to-Know • How do parents learn about pesticide health Act becomes law effects? Parents and school staff who would like to After activists waged a five-year campaign to highlight learn more about how to exercise their right to know the widespread threat to our children’s health, Governor about school pesticide use, or who would like to Gary Locke signed the Children’s Pesticide Right-to- learn how to work for pesticide reduction in their Know Act into law in May of 2001. school district can use the materials in this Pesticide Action Kit, or contact the Washington Toxics The law requires school districts to: Coalition at (206) 632-1545 or [email protected]. • Notify parents annually about their pest management policies and methods, including posting and notification requirements; • Maintain records of all pesticide applications to school facilities and make records readily accessible to all interested persons; Healthy Schools Campaign Pesticide Action Kit

For more information on school pest control that protects children’s health, contact the Washington Toxics Coalition at (206) 632-1545 or [email protected] Kids at Risk: Pesticides & Children’s Health

Children are especially vulnerable to the health impacts pesticides, reveals that new-born rodents die from pesti- of pesticides. Health professionals, educators, and public icde exposure more often than adults in 86% of cases.4 health advocates agree that school pesticide use can seri- ously affect children’s immediate and long-term health. The National Parent Teacher Association, the National Children are likely to receive relatively Education Association, and many other organizations have joined in calling for reduced school pesticide use. greater pesticide exposure than adults In addition to being more vulnerable to pesticide toxicity, As a result of health concerns raised by health profes- children’s behavior and physiology make them more sionals across the country that led to changes in the likely than adults to encounter pesticides. For example, national pesticide law, the U.S. EPA has begun assessing most pesticide exposure is through the skin—the largest pesticides for their health effects on children. The agency organ—and children have much more skin surface area recently ordered the phaseout of two popular home and for their size than adults.5 Similarly, their higher respira- school use pesticides—chlorpyrifos (Dursban) and diazi- tory rate means they inhale airborne pesticides at a faster non—in part because of their effects on children’s nerv- rate.6 ous systems. Children’s characteristic contact with floors, lawns, and playgrounds also increases exposure. Very young chil- Pesticides harm human health dren frequently put fingers and other objects in their mouths, risking even greater exposure. The breathing Pesticides are linked to a variety of acute and chronic zone for children is closer to the floor, where pesticides health effects. Acute symptoms of overexposure include re-enter the air after floor surfaces are disturbed. Finally, headache, nausea, diarrhea, dizziness, skin rash, asthma children may bring home more than their homework— attack, and respiratory irritation. These symptoms often they may track school pesticides into their homes, pre- appear similar or identical to illnesses from other causes senting additional opportunity for exposure. such as “the flu,” resulting in frequent misdiagnosis of pesticide-related illness. Chronic effects of pesticides may remain undetected for weeks, months, or even years after exposure. Multiple scientific studies, however, link pesti- Childhood exposures can come from cides to cancer, birth defects, nervous system disorders, pesticide residues in dust and carpets and immune deficiency. Although pesticides contaminate air, soil, food, water, and surfaces, studies that examine children’s pesticide exposure indicate that the largest number and highest Children are especially susceptible to concentrations of chemicals often accumulate in house- pesticide exposure hold dust.7 Because children’s breathing zones are closer to the ground, they incur greater exposure to pesticides Children are not “little adults.” Children’s vulnerability in carpets and dust than adults. to pesticide exposure is increased by their greater cell division rates and early stage of organ, nervous, repro- Carpets are long-term reservoirs for pesticides sprayed ductive, and immune system development.1 Pesticide indoors.8 Research assessing pesticide exposure from concentrations in their fatty tissues may be greater home carpet dust found an average of 12 pesticides in because their fat as a percentage of total body weight is carpet dust samples, compared with 7.5 in air samples lower.2 from the same residences. Moreover, 13 pesticides found in the carpet dust were not detected in the air. Diazinon A 1993 National Research Council of the National appeared in nine of 11 carpets tested.9 Carpet cleaning Academy of Sciences report shows that children are more may release pesticides into the air, providing another susceptible than adults to the health effects from low- opportunity for inhalation.10 level exposures to some pesticides over the long-term.3 Animal studies also suggest that the young are more vulnerable to the effects of some toxic chemicals. A review of 269 drugs and toxic substances, including a number of Healthy Schools Campaign Pesticide Action Kit

Residues often refuse to go away System (Washington, DC: World Resources Institute, 1996). 2. J. Wargo, Our Children’s Toxic Legacy: How Science and Law Fail School districts frequently attempt to reduce exposure to Protect Us from Pesticides (New Haven, CT: Yale University risk by applying pesticides after-hours, while students Press, 1996). are not present. However, numerous studies indicate that 3. National Research Council, Pesticides. pesticides may remain potent indoors for days, weeks, 4. R. Wyatt, Intolerable risk: The physiological susceptibility of even months after application. Sunlight, rain, and soil children to pesticides, J. Pesticide Reform Fall (1989). microbes are not present to break down or carry away 5. Mott, Our Children at Risk: The Five Worst Environmental indoor pesticides, which thus persist much longer than in Threats to Their Health (Natural Resources Defense Council, the outdoor environment.11 Some pesticides can linger November 1997), 5, citing Principles for Evaluating Health Risks indoors for months and years. Indoor air concentrations from Chemicals during Infancy and Early Childhood (no author or of several kinds of pesticides may be more than 10 to 100 date provided), 56; see also T. Schettler, Generations at Risk: How times higher than outdoor concentrations.12 Even non- Environmental Toxins May Affect Reproductive Health in persistent pesticides last much longer indoors because Massachusetts (Boston, MA: Greater Boston Physicians for Social they are not exposed to sunlight and water.13 For exam- Responsibility and MASSPIRG, 1996), 50. ple, one study detected air levels of diazinon 21 days 6. Mott, Our Children at Risk, 5. after application at 20% of levels immediately after appli- 7. Schettler, Generations at Risk, 51, citing R. Whitmore et al., cation.14 Non-occupational exposures to pesticides for residents of two U.S. cities, Arch. of Env. Contam. and Toxicol. 26: 1–13. See also, J.R. Roberts et al., Development and field testing of a high vol- Not all indoor dust residues stem from indoor use. One ume sampler for pesticides and toxics in dust, J. Exposure Anal. study showed residues of 2,4-D and dicamba—herbicides and Env. Epidemiol. 1 ([1991]2). used by some Washington school districts—could be 8. N. Simcox et al., Pesticides in household dust and soil expo- tracked inside on shoes. Untreated areas, including lawn sure pathways for children of agricultural families, Env. Health area and carpets, showed levels of 2,4-D, most likely due Persp. 103 (1995): 1126–34. to spray-drift or track-in from nearby applications. 9. R.W. Whitmore et al., Non-occupational exposure to pesti- Researchers estimated that residues of 2,4-D can persist cides, Arch. of Env. Contam. and Toxicol. 26 (1994): 47–59. 15 in household carpet dust as long as one year. Another 10. E. Esteban et al., Association between indoor residential study showed that after a single spray application in an contamination with methyl parathion and urinary para-nitro- apartment, chlorpyrifos continued to accumulate on both phenol, J. Exposure Anal. and Env. Epidem. (1996): 384. plush and hard-plastic children’s toys, as well as on sur- 11. Simcox et al., Pesticides, 1126. 16 faces, for two weeks. 12. C. Wilkinson and S. Baker, The Effects of Pesticides on Human Health (Princeton, NJ: Princeton Scientific Publishing Co., 1990), When our children’s health is at stake, we had better be citing R. Lewis and R. Lee, Air pollution from pesticides: safe than sorry. Given the serious health risks of child- Sources: Occurrence and dispersion, Indoor Air Pollution from hood pesticide exposure, many school districts in Pesticides and Agricultural Processes (Boca Raton, FL: CRC Press, 1976), Washington and nationwide are adopting least-toxic pest 51–94. control practices. 13. Wilkinson and Baker, Effects of Pesticides, 83. 14. Leidy et al., Concentration and movement of diazinon in air, J. Env. Sci. Health B17 (1982): 311–19. 15. M. Nishioka et al., Measuring transport of lawn-applied her- 1. National Research Council, Pesticides in the Diets of Infants and bicide acids from turf to home: Correlation of dislodgeable 2,4- Children (Washington, DC: National Research Council, National D turf residues with carpet residues and carpet surface Academy Press, 1993); Watanabe et al., Placental and blood- residues, Env. Sci. Technol. 30 ([1996]11). brain barrier transfer following prenatal and postnatal expo- 16. Gurunathan et al., Accumulation of chlorpyrifos on residen- sures to neuroactive drugs: Relationship with partition coeffi- tial surfaces and toys accessible to children, Env. Health Persp. cient and behavioral teratogensis, Toxicol. Appl. Pharmacol. 105 106(1998): 9–16. ([1990]1): 66–77; Repetto and Baliga, Pesticides and the Immune

For more information on school pest control that protects children’s health, contact the Washington Toxics Coalition at (206) 632-1545 or [email protected] Ten Steps to a Healthy School

A single individual can begin a campaign to adopt a 4. Approach school district staff to support your least-toxic pest management policy in his or her school platform—After determining your platform, meet district. There is no one formula for reducing pesticide with school maintenance staff and other staff respon- use at schools, but many lessons have been learned sible for pest management to determine their posi- through the efforts of parents and others in school dis- tion on your request. The more that they feel part of tricts across the country. Here are ten steps that have the policy design process, the better the chance of been useful in many communities: program success. Be prepared to talk about successful alternative solutions in other school districts. Be 1. Research the problem —The first step towards a sure to bring to the meeting people who represent healthy school comes from understanding the pesti- the impacted community, including teachers, parents, cide problem your school district confronts. An abili- and students. ty to explain that problem gives you a powerful tool for demanding change. Research should establish 5. ‘Power map’ the school board—In order to pass what pesticides are being used and their health a policy, you must convince the majority of school effects, what pest problems the school faces, whether board members that a least-toxic IPM policy is the your school district has a pesticide policy, and how right approach to pest control. Determine how best pest management decisions are made. The best place to influence them by ascertaining who has the ulti- to start is with the Building and Grounds mate power of decision, the politics of the board and Department or the Office of the Superintendent. which members are likely to support or oppose you, which individuals or institutions are likely to influ- 2. Build support—After completing your research, ence your targets, and which targets and influences develop a core group of people to launch your cam- you have access to. Finally, over whom does your paign. A group, as opposed to an individual, is group have influence? Remember that your allies on unquestionably more effective in being heard and the school board are often the most effective messen- meeting goals. Several strategies are useful to find gers. members for your initial group. Talk to neighbors or parents and teachers within your school or school 6. Develop and implement a strategic plan of district. Contact local groups with possible interest, such as the PTA or local community and environ- action—Once you know your goals, develop a mental organizations. Brainstorm to ascertain all strategic campaign. Base your plan on your discover- community constituents that might be concerned ies about the school board. Having learned what about the issue and determine how best to get them influences its decisions, select appropriate strategies, involved. such as recruitment of board members, media cover- age, grassroots pressure, lobbying, and coalition 3. Establish your platform—You and the other com- building. munity members you enlist should determine exactly what you want the school district to do. Clearly 7. Present your proposal to the school board for defining the steps that you want the district to take formal adoption—A least-toxic IPM policy has its helps organize your campaign and assure that the greatest impact when formally adopted and institu- district passes a strong pesticide policy. Consider the tionalized by the district school board. Usually a following positions when developing your platform: board sub-committee will review and approve the 1) Ban use of the most hazardous pesticides; 2) policy before it goes to the full board. As you prepare Establish least-toxic Integrated Pest Management to present your proposal at school sub-committee (IPM) as official school district policy; 3) Provide uni- and board meetings, line up your votes, ready your versal notification of pesticide use; and 4) Establish a speakers, recruit supporters to pack the room, and pest management committee consisting of parents, prepare for opposition. teachers, school staff, and public health organizations to oversee policy implementation. 8. Form a pest management committee—The most successful IPM programs enlist diverse constituents. The committee responsible for overseeing implementation of the least-toxic IPM policy should Healthy Schools Campaign Pesticide Action Kit

include parents, teachers, students, maintenance maintained. Ongoing vigilance is essential in order to workers, environmental and public health organiza- avoid falling into old habits of pesticide dependence. tions, and school staff. Generally, the pest manage- Track and attend important meetings, work to devel- ment committee must meet frequently in the initial op a strong pest management committee, and devel- stages of establishing the program and less often as op good relations with the offices of the the policy is properly implemented. Superintendent and Grounds and Maintenance to ensure ready access to information. Long-term suc- 9. Publicize the results—Use media to inform peo- cess also comes from nurturing continued support ple about your efforts throughout your campaign. If from parents, teachers, and staff. you succeed, a wide audience witnesses your victory. If your plan is rejected, that same audience witnesses For more information and assistance on how to pass a the school board’s refusal to protect children’s health. good least-toxic IPM policy, contact contact the Either way, strategic use of media educates and influ- Washington Toxics Coalition at (206) 632-1545 or ences your targets. [email protected]. Reducing Pesticide Use in Schools, Pesticide Watch’s school organizing manual, is another rich source for learning more about passing an effective 10.Watchdog policy implementation—A least- least-toxic pest control policy in your district. It is avail- toxic IPM policy is only effective if implemented and able at www.pesticidewatch.org.

For more information on school pest control that protects children’s health, contact the Washington Toxics Coalition at (206) 632-1545 or [email protected] Model Least-Toxic IPM Policy

Prepared by the Washington Toxics No pesticide will be used if the school district does not have information on all pesticide ingredients. Coalition POLICY ______: Least-Toxic Integrated Pest No routinely scheduled (e.g. seasonal, monthly, or Management (IPM) and Pesticide Use Minimization weekly) pesticide applications will be made. No pesticide fogging or space spraying will be done. Insecticides Because the health and safety of students and staff is our will be used only in containerized baits, or for spot treat- first priority, and a prerequisite to learning, the ments targeted to insect nests or problem areas where a ______School District manages vegetation and minimal amount of material will be used. Pesticides will pests using a minimum of least-toxic pesticides. The dis- not be used solely for aesthetic purposes. Cost and trict utilizes physical, mechanical, cultural, biological and staffing are not sufficient justification for use of a pesti- educational tactics as primary controls. Least-toxic cide. chemical controls are used as a last resort.

Notification and Timing Pesticide Use and Selection Pesticide notification signs shall be posted at the treat- Pesticides will only be used if necessary for the health ment site, at a prominent place in the main office, and at and safety of students and staff. No high-hazard pesti- primary entrypoints to the site of application prior to any cides will be used. To ensure that no high-hazard pesti- pesticide application. Signs shall remain in place for one cides are used, any pesticide used by the school district week after pesticide application, or a longer period of must meet the following criteria: time if specified by the pesticide label. a. Pesticide is not classified as highly acutely toxic In addition, written notice shall be provided to students, (Hazard Category I or II) by the Environmental parents, guardians and employees 48 hours in advance of Protection Agency (signal word for Hazard Category I any pesticide application. products = DANGER; signal word for Hazard Category II products = WARNING); Posted notices shall begin with a header containing the words "NOTICE: Pesticide Application; THIS AREA (or b. Pesticide is not a restricted use pesticide (use of the “LANDSCAPE” for outdoor applications) HAS BEEN product is restricted to certified pesticide applicators); RECENTLY SPRAYED OR TREATED WITH PESTICIDES BYYOUR SCHOOL." c. Ingredients in product have been evaluated by the U.S. EPA and found to include no possible, probable, known Notices shall be at least 8-1/2 by 11 inches, and shall or likely carcinogens; include the following information: the signal word from the pesticide label, alongside the product name (e.g. d. Ingredients in product include no reproductive toxi- “DANGER: Confront”); the pesticide’s active ingredient; cants (CA Prop 65 list); the intended date and time of application; the location and area to which the pesticide is to be applied; the rate e. Ingredients in product not listed by Illinois EPA as of application; the pest to be controlled; the name and known, probable or suspected endocrine disruptors; phone number of the responsible party where the pesticide label and material safety data sheets may be f. Ingredients in product include no nervous system toxi- obtained; a footer including “FOR MORE INFORMA- cants (i.e. ingredients that are cholinesterase inhibitors TION PLEASE CALL” and name and phone number of and/or are listed as neurotoxic by the Toxics Release the contact person for the application; and a boxed-off Inventory); warning stating: "CAUTION: Individuals taking medication, pregnant women, infants, children, and individu- g. Ingredients have soil half-life of 30 days or less; als with respiratory or heart disease, chemical sensitivities, or weakened immune systems may be particularly h. Ingredients have extremely low or very low mobility susceptible to adverse health effects due to pesticide in soil, according to Groundwater Ubiquity Score (GUS) exposure." index; Notification signs shall be printed in colors contrasting to i. Product is not labeled as toxic to fish, birds, bees, the background. wildlife, or domestic animals. Healthy Schools Campaign Pesticide Action Kit

Any pesticide application will be timed for maximum a. Quantities of each pesticide applied during the previ- protection of human health and beneficial organisms. ous year; Any pest control activities will be conducted in consideration of effects on classroom activities. b. Target pest for each pesticide used;

c. Non-chemical pest prevention and control measures Recordkeeping used; The school district will maintain records of all pesticides d. Pest management plan for the coming year. used and their active ingredients, amounts and locations of treatments, and target pests. Alternative pest control The report will be provided to members of the school measures will also be documented. Pesticide use and board of directors, all district parents, and made avail- pest control records, pesticide Material Safety Data able to the public upon request. Sheets (MSDS), pesticide product labels, and manufac- turer information about all pesticide ingredients will be Note: These reporting specifications satisfy the annual on file at each school as well as at school district head- notification and reporting requirements of the Children’s quarters. Pesticide Right-to-Know Act (SB 5533), including the required annual summary of pesticide use, and the School staff, parents and students will have access to all required notice of pest control policies and methods. records upon request, including an annual summary of pesticide use records for each school and for the district as a whole. Right to Appeal Parents, staff, and neighbors may appeal pesticide use plans to the Pest Management Committee. Notification Pest Management Committee of this right will be provided at the beginning of the Any proposals for pesticide use must be approved by a school year, as well as with any additional notification of Pest Management Committee or other committee consist- a particular planned use of pesticides during the school ing of parents, staff, and community members. year. The Pest Management Committee will consider all appeals received up to three days prior to the planned The Pest Management Committee will be responsible for pesticide application. Appeals received within three the progress review described below, and carry out other days prior to the application will be considered by the activities as needed to oversee the implementation of the superintendent. least-toxic IPM policy.

Identification and Notification of Progress Review Sensitive Individuals At the beginning of each school year, the district will provide written information to staff, students, and parents The district will maintain a registry of chemically-sensi- regarding pest control activities within the school district. tive students, staff, or others requesting special consider- This information will include the names of all com- ation in the event of the use of pesticides. The district pounds that may be used, and a description of the dis- will provide personal notification to these individuals trict’s pest control policies and methods, including all two weeks prior to any planned pesticide use, and will posting and notification policies. make an effort to address their concerns and special needs relative to such pesticide applications. The district will annually review its pest management program to evaluate how well its pest prevention and control objectives are being met, and to identify areas where improvement is needed. The district will prepare a report containing the following information:

For more information on school pest control that protects children’s health, contact the Washington Toxics Coalition at (206) 632-1545 or [email protected] What are the Alternatives?

Alternative approaches make sense • If treatment is necessary, non-chemical means are given priority. Traps and enclosed baits, beneficial organisms, Many school districts nationwide are finding effective freezing and flame or heat treatments, among others, pest control is possible without using toxic pesticides. are all examples of non-chemical or least-toxic pest Alternative approaches employ common sense preven- treatment strategies. Any chemicals used must pose the tive approaches, prioritize children’s health, and often least possible risk of toxicity to humans and the envi- save school districts money in the long run. ronment.

A good IPM program prohibits use of known and proba- The least-toxic approach ble carcinogens, reproductive or developmental toxins, An effective, least-toxic pest control policy begins with a endocrine disrupters, nerve toxins, and the most acutely good definition of IPM, or Integrated Pest Management. toxic pesticides. (See sample policy in this Pesticide Action Kit.) IPM is a pest management strategy that focuses on long- term prevention or suppression of pest problems through In sum, least-toxic IPM establishes a hierarchy of appro- combinations of techniques that minimize risk to people, priate pest management strategies, with monitoring and property, and the environment. IPM methods emphasize prevention at the top and toxic pesticides at the bottom. monitoring for pest presence and establishing treatment Least-toxic IPM never gives all available pest control threshold levels; nonchemical strategies to make the methods equal consideration. It always favors non-toxic habitat less attractive to pests; improved sanitation; and alternatives. Beware of alleged IPM policies that allow mechanical and physical controls. Effective pesticides use of chemical pesticides without prior exhaustion of all that pose the least possible hazard are used only after other means of control or that ever permit use of pesti- careful monitoring indicates they are needed according cides that cause cancer, harm the reproductive, endocrine to pre-established guidelines and treatment thresholds. or nervous systems, or are acutely toxic.

Least-toxic IPM decision-making seeks to manage pests through prevention. It proceeds based on the fact that Many schools practice least-toxic pest pests almost always can be managed without toxic chem- control icals. Rarely does IPM use pesticides, and then only those with the lowest risk. IPM involves a progression of steps: Growing numbers of Washington school districts are implementing effective least-toxic IPM programs that •Prevention is the first line of defense. Improved sanita- eliminate or minimize toxic pesticide use. School districts tion (removal of pest attractions such as food crumbs) with good policies in place include Bainbridge Island and mechanical exclusion (caulking, screens) provide and Sedro-Woolley. Nationally, more than 100 districts significant pest control. Modification of pest habitats have adopted IPM policies and 32 states have laws gov- (vegetation-free buffer zones alongside buildings) erning pesticide use in schools. deters pests and minimizes infestation. Planting appropriate landscapes and using mulch can prevent weed infestation. IPM requires extensive knowledge about Non-toxic alternatives for pest problems pests, such as infestation thresholds, life cycles, envi- Alternatives to pesticides include pest prevention and ronmental considerations, and natural enemies. common sense non-toxic approaches. Recommended prevention techniques for some common pests include: •Pest monitoring is critical to identify existing pest problems and areas of potential concern, as well as to Weeds: Control weeds in turf and playing fields by determine how decisions and practices may impact planting grass species that flourish in the local environ- future pest populations. Monitoring must be ongoing ment and by maintaining healthy turf. Remove weeds in to prevent a small pest problem—easily controlled with paved areas by using weed-eaters, weed “flamers,” and least-toxic means—from becoming an infestation. hot water treatments. Control weeds in ornamental beds • Threshold tolerance levels of pest populations are by mulching and planting native ground cover plants. established to guide decisions about when pests pose a problem sufficient to warrant some level of treatment. Healthy Schools Campaign Pesticide Action Kit

Tent Caterpillars: Physical controls include pruning to years later. The school district saved $1,800 per school remove tents, and wiping off egg masses while pruning and $30,000 at the county school food-service during the winter. warehouse.2

Cockroaches: Eliminate roach-attracting habitat, includ- In Monroe County, Indiana, a school IPM program ing paper and cardboard stacks and exposed food and decreased pest management costs by $6,000 in two years. water. Store food and organic waste in roach-proof con- Pesticide use has reportedly plummeted 90%, and all 3 tainers. Clean and caulk cracks and crevices. Repair aerosol and liquid pesticides have been discontinued. water leaks and keep kitchen and bathrooms dry. Vista de las Cruces School in Santa Barbara, California, formerly contracted out pest management with a pest Rats and mice: Combine exclusionary measures and control company for $1,740 per year for routine pesticide traps to manage rodents. Seal holes and potential entry- applications. After the school switched to an IPM pro- ways and weather-strip doors. Remove food sources by gram, costs fell to a total of $270 over two years.4 cleaning food scraps and keeping food in sealed contain- ers. A survey of Pennsylvania school districts that have adopted IPM reveals that alternatives are effective, less Ants: To manage ants, block their entryways, eliminate than or equal in cost to pesticide use, and may reduce food sources, and remove ant trails with soapy water. school absenteeism.5 Caulk cracks and crevices and seal exterior doors and windows with weather stripping and door sweeps. Conclusion Fleas: If the problem is indoors, determine what hap- pened to bring fleas into the building. Avoid having ani- Least-toxic pest control is the effective, responsible means mals come into and out of school buildings. Cleaning for school districts to manage pest problems. Many and vacuuming should be primary controls. Floors with- resources are available to help schools adopt pest control out carpeting will be easier to keep pest-free. practices that put children’s health first.

Least-toxic approaches save schools 1. U.S. EPA, Pest Control in the School Environment: Adopting money Integrated Pest Management, 735-F-93-012 (Washington, DC: Office of Pesticide Programs, 1993). According to the U.S. EPA, “preliminary indications from IPM programs in school systems suggest that long term 2. J.D. Schubert et al.,Voices for Pesticide Reform: The Case for Safe Practices and Sound Policy (Washington, DC: Beyond costs of IPM may be less than a conventional pest control Pesticides/National Coalition against the Misuse of Pesticides, 1 program.” By focusing on prevention and monitoring 1996). whether pests present a problem, school IPM programs 3. Safer Pest Control Project, Cost of IPM in Schools: A Fact Sheet may require no treatments at all. An IPM program usual- from the Safer Pest Control Project (Chicago, IL: 1998). ly requires an initial economic investment. Short-term costs may include IPM training, new equipment purchas- 4. Pesticide Watch Education Fund and Pesticide Action Network, Advancing Alternatives: Successful Least-toxic Pest es, hiring an IPM coordinator, or preliminary school Management Programs in California’s Urban Settings (2000). building repairs. However, in contrast with chemical- intensive methods, over the long-term IPM garners sav- 5. Clean Water Action, Evaluation of Integrated Pest Management (IPM) Use in Pennsylvania School Districts (October 1997). ings by eliminating or reducing ongoing chemical purchases and applications—and through the incalculable benefit of a healthier environment for our children.

Public schools in Montgomery County, Maryland, provide a tangible example of how IPM can save money. Their IPM program, encompassing 200 sites, reduced pesticide use from 5,000 applications in 1985 to none four

For more information on school pest control that protects children’s health, contact the Washington Toxics Coalition at (206) 632-1545 or [email protected] Notification: Your Right to Know

The Children’s Pesticide Right-to-Know Act requires your school or day care facility to post notification signs at all sites where pesticides are applied (both indoors and outdoors), at a prominent place in the main office, and at primary entry points to the site of application. The sign in the main office must be posted 48 hours in advance of treatment, and all signs must remain for at least 24 hours afterwards. (The Model Least-Toxic IPM Policy in this Action Kit recommends that signs remain in place for at least a week.) A sample notification sign is below. Additional information about school pesticide use reporting and notification is on the reverse side, including a sample request for advance written notification of school pesticide applications (many districts require parents to make such requests in order to receive written notification). Sample Pesticide Use Application Sign (at least 8-1/2 by 11 inches)

NOTICE: PESTICIDE APPLICATION THIS AREA HAS BEEN RECENTLY TREATED WITH The signal word from the PESTICIDES BY YOUR SCHOOL pesticide label should appear alongside the product name (e.g. “DANGER: SIGNAL WORD, NAME OF PESTICIDE(S) APPLIED: (e.g. Confront”) DANGER: Confront)

ACTIVE INGREDIENT(S): You can use either the pesti- clopyralid; triclopyr cide product name or the active ingredient to find out more information about the APPLICATION DATE AND TIME: pesticide applied.

Refer to the Hazards of TREATED AREA(S) : Common Pesticides factsheet in this Kit to find out about possible health effects RATE OF APPLICATION: of many frequently used pesticides. TARGET PEST:

For additional information on these and other pesticides, log on to: Caution: www.pesticideinfo.org Individuals taking medication, pregnant women, infants, children, and individuals with respiratory or heart disease, chemical sensitivities, or weakened immune systems may be particularly susceptible to adverse health effects due to pesticide exposure.

FOR MORE INFORMATION PLEASE CALL: Name: Phone: Healthy Schools Campaign Pesticide Action Kit

Starting in the 2001-02 school year, Washington school districts are required to notify all parents annually about their pest management policies and methods, including posting and notification requirements. School districts are also required to maintain records of all pesticide applications to school facilities and make records readily accessible tointer- ested persons, and provide an annual summary of all pesticide use in the disitrct during the previous year. Below is a sample annual summary of pesticide use, as well as a sample request for advance written notfication of school pesticide applications.

Sample Annual Summary of District Pesticide Use

Name of Pesticide Active Ingredient(s) Quantity Applied School Name

Roundup Concentrate Glyphosate, isopropylamine salt Total quantity of concentrate Bagley Elementary

Dursban Chlorpyrifos 8 oz.Lakeview Elementary

Raid Ant & Roach Killer 13 Tetramethrin, Cypermethrin 12 oz. Stevens Elementary

(Complete report should include summary information on all pesticides applied during the previous year.)

Sample Request for Written Pesticide Application Notification Your school must offer you the I understand that, upon request, the school district is required to supply infor- option to register to receive mation about individual pesticide applications at least 48 hours before applica- advance written notification every time it plans to use a pes- tion. I would like to be notified before each pesticide application at this school. ticide. If your district requires I prefer to be contacted by (circle one): U.S. Mail Email Phone parents to request such notification, enlist and join with Parent/Guardian Name: ______Date: ______other parents in calling to register. Given large registration numbers, your district may Address: ______decide it is easier to notify all parents every time than to Day Phone: (_____)______Evening Phone: maintain a registry—or simply (_____)______to use fewer pesticides!

Email: ______

Return to [School Contact Name, Address]

For more information on school pest control that protects children’s health, contact the Washington Toxics Coalition at (206) 632-1545 or [email protected] Sample Schools Petition

PETITION for Healthy, Least-Toxic Schools

Whereas the U.S. Environmental Protection Agency and other scientific authorities have linked many pesticides currently on the market to cancer, nervous system damage, hormone disruption, and/or reproductive harm; and

Whereas current federal and state regulations do not adequately regulate pesticides to protect human and environmental health—especially children’s health; and

Whereas a precautionary approach toward pesticides and other chemicals is needed to protect the health and safety of the environment and future generations;

Therefore, so be it resolved that we, the undersigned parents and community residents, do hereby sign our support for the adoption of a least-toxic Integrated Pest Management (IPM) policy by the ______School District that:

1. ends the use of highly hazardous pesticides (including pesticides linked to cancer, nervous system damage, endocrine disruption, or reproductive damage);

2. allows pesticide use only to protect human health or safety; and

3. requires 48-hour advance, written notification of all parents before pesticides are applied at schools.

Name Address Phone Email Healthy Schools Campaign Pesticide Action Kit

Name Address Phone Email

For more information on school pest control that protects children’s health, contact the Washington Toxics Coalition at (206) 632-1545 or [email protected] Pesticide Information Online: www.pesticideinfo.org

How To use Pesticide Action Network’s How to find information about a pesticide active Online Pesticide Database ingredient (chemical) 1. From the Basic Product and Chemical Search page, Do you want to know the health effects of pesticides click the Chemical button. your child’s school uses? Visit www.pesticideinfo.org for answers. 2. Type into the search box the name of the pesticide active ingredient(s) on the pesticide product label. The Pesticide Action Network (PAN) Online Pesticide 3. Click the Search button. A short list of chemicals Database brings together a diverse array of information on pesticides from many different sources to apprise you appears, among them the one you entered. If your of human and environmental hazards associated with search does not yield any results, see the pesticide active ingredients, their breakdown products, Troubleshooting Your Search section of this fact- and pesticide product additives like adjuvants and sol- sheet. vents. 4. Click the More button for the chemical you are interested in to learn more about it. This takes you to the System/Software Requirements Chemical Information page, which provides both •AJava-enabled browser, either Netscape 4.0 or high- summary and detailed toxicity information for the er, or MS Explorer 4.0 or higher. chemical, plus links to other websites with helpful •Anetwork connection, either through a phone line resources. modem, DSL, or cable modem. How to find information about a pesticide product (brand name) How to find information on a pesticide 1. From the Basic Product and Chemical Search page, Getting started click the Product button. 1. Open Netscape or Internet Explorer and go to 2. Type into the search box the name of the pesticide http://www.pesticideinfo.org. product on the pesticide product label in large letters (e.g., Roundup™ or Raid™). 2. Click the gray Open Database button to enter the search mode. You will be taken to the Basic Chemical 3. Click the Search button. A list of products appears and Product Search page. that begins with the name you entered. If your search does not yield any results, see the Troubleshooting Defining your search: product or chemical? Your Search section of this factsheet. The PAN Pesticide Database website provides informa- 4. Select the product you are interested in carefully, tion on both pesticide products and pesticide chemicals. because many products have very similar names. To A pesticide product is what the consumer, exterminator, ensure that you investigate the correct product, com- or farmer purchases from a retailer or pesticide distribu- pare U.S. EPA product registration numbers in the tor. Common products you might have heard of are list with the one on the school’s form or the product Raid™ and Roundup™. Pesticide products comprise label. Your search may produce more than one page active and other ingredients. Active ingredients are spe- of results. View subsequent results pages by clicking cific chemicals designed to kill a particular pest(s), the number of the next page of results. appear on the product label, and may be listed by com- 5. Once you locate the product of interest, click the mon name (e.g., diazinon, permethrin) or formal chemi- More button to go to the Product Information page cal name (e.g., O,O-diethy-l O-[3,5,6-trichloro-2-pyridyl] for summary toxicity data for each active ingredient phosphorothioate). The other, “inert” ingredients dilute in the product. the pesticide, make it easier to apply, and/or allow different components to mix properly. 6. To learn still further about each active ingredient, click its name to proceed to the Chemical Information page, with more detailed toxicity information. Healthy Schools Campaign Pesticide Action Kit

Finding definitions and references ticideinfo.org/documentation3/ref_help4.html#Addition alResources. Pesticide toxicity information can look confusing and technical at first glance, but the PAN Pesticide Database provides definitions and links to clear explanations of what information means. You can access them in these Troubleshooting your search ways. • Check the spelling of the pesticide name. Perhaps the notice your school provided contained mis-typed •Terms that are defined and explained are underlined. information. Clicking on any underlined term will link you to its definition. • If you know what letter or letters the pesticide name starts with, type only the beginning part of the • The sidebar menu on the PAN Pesticide Database name into the search box. For example, you might home page contains a site table of contents. Click the enter “mal” to locate malathion. The shorter the Definitions/References link for an overview page entry, and the more general the search, the longer that describes the available information and provides your list of results. links to the pages on which it is found. The direct link is: http://www.pesticideinfo.org/documenta- •Be sure to search for only one chemical or product at tion2/ref_overview.html. a time. You cannot type in “raid, dursban” in hopes of finding both simultaneously. • The navigation bar (blue buttons) at the top of the Search page or any of the data pages displays a but- •Use the Browse mode to find the product or chemi- ton labeled Definitions/About the Data that links to cal. Clicking on the letter or number the product or the overview page that describes all documentation. chemical begins with yields an alphabetical list of all products or chemicals that start with that letter or What if no information is available for the number. The list may be long and require scrolling chemical? through several pages to find the pesticide of interest. Large question marks appear in the summary toxicity information for many pesticides. Some information about For more detailed information on how to use the PAN that particular toxin may exist in the registration docu- Pesticide Database, go to the Help pages at: ments (compiled by U.S. EPA) or scientific literature, but http://www.pesticideinfo.org/documentation3/ question marks indicate absence of a “weight-of-the-evi- ref_helptop.html. dence” evaluation. Such evaluations require a panel of experts to assess all available laboratory studies for a particular type of toxicity (cancer, birth defects, reproduc- Important note tive harm, etc.), as well as any human health effects data, The PAN Pesticide Database is a collection of datasets to determine a consensus hazard rating for the chemical. from a variety of government organizations and scientific Most “official” toxicity rankings (e.g., U.S. EPA, World publications. While all care has been taken to ensure that Health Organization) follow this procedure. This is the the information it contains is as accurate as possible at best system in place for objectively evaluating the intrin- the time of preparation, PAN and its funders bear no sic hazards of chemicals, but be aware that even it is sub- responsibility for errors or omissions in the original data ject to political pressure and funding constraints. For sources or for data sources that may have changed since more information about such data limitations, see incorporation into the database. Information in this data- http://www.pesticideinfo.org/documentation3/ref_toxi- base in no way replaces or supersedes information pro- city1.html. vided on the pesticide product label or under other regu- latory requirements. Please refer to the pesticide product Further facts on a pesticide may be available through the label. Should you have comments about the database or Resources links on the Chemical Information page. suggestions for changes, please contact Pesticide Action Good places to start are U.S. EPA factsheets (REDs); con- Network: 415-981-1771; [email protected]. sumer factsheets; and the National Library of Medicine’s Toxnet, Hazardous Substances Data Bank (HSDB), and Toxline. Learn about these resources at: http://www.pes-

For more information on school pest control that protects children’s health, contact the Washington Toxics Coalition at (206) 632-1545 or [email protected] Additional Resources

Pesticides and Schools Resources: materials from communities, schools, playgrounds, and homes, and a parent forum to share information. Bio-Integral Resource Center (BIRC) PO Box 7414 Institute for Children’s Environmental Health (ICEH) Berkeley, CA 94707 Elise Miller, Executive Director Phone: 510-524-2567 PO Box 757 Email: [email protected] Langley, WA 98260 Website: www.birc.org Phone: 360-221-7995 Email: [email protected] BIRC specializes in finding non-toxic and least-toxic Website: www.iceh.org Integrated Pest Management solutions to urban and agricultural pest problems. Their staff has a sophisticated ICEH is a non-profit educational organization working to knowledge of least-toxic programs for home and garden, ensure a healthy, just and sustainable future for children and consults with institutions and the public for a small and the planet. The primary mission of ICEH is to foster fee. collaborative initiatives to mitigate environmental exposures that can undermine the health of current and future Beyond Pesticides/National Coalition Aganist the generations. Misuse of Pesticides (NCAMP) 701 E Street SE Northwest Coalition for Alternatives to Pesticides Washington, DC 20003 (NCAP) Phone: 202-543-5450 PO Box 1393 Email: [email protected] Eugene, OR 97440 Website: www.beyondpesticides.org Phone: 541-344-5044 Beyond Pesticides is a national pesticide activist network Email: [email protected] that promotes pesticide safety and adoption of pest Website: www.pesticide.org control alternatives to reduce or eliminate dependency NCAP works to protect people and the environment by on toxic chemicals. It provides useful information on advancing healthy solutions to pest problems. NCAP has pesticides and alternative pest management, including a wealth of information on pesticides and least-toxic factsheets on pesticides, pesticide policy, and least-toxic alternatives, including comprehensive factsheets on alternatives. specific pesticides and pests.

Childproofing Our Communities Washington State Parent Teacher Association (WSPTA) c/o Center for Health, Environment and Justice 2003 65th Avenue West PO Box 6806 Tacoma WA 98466-6215 Falls Church, VA 22040 Phone: 253-565-2153 or 1-800-562-3804 Phone: 703-237-2249 Email: [email protected] Email: [email protected] Website: www.wastatepta.org Website: www.childproofing.org Washington State PTA supports improved notification The Childproofing Our Communities Campaign is a about school pesticide use as a priority issue in its locally based, nationally connected campaign to protect legislative platform. children from exposure to environmental health hazards in schools, homes, and communities. Washington Toxics Coalition (WTC) 4649 Sunnyside Ave N, Suite 540 Children’s Health Environmental Coalition (CHEC) Seattle, WA 98103 P.O. Box 1540 Phone: 206-632-1545 Princeton, NJ 08542 Email: [email protected] Phone: 609-252-1915 Website: www.watoxics.org Email: [email protected] WTC works to identify and promote alternatives to toxic Website: www.checnet.org chemicals. Its website has information on pesticides and CHEC focuses on environmental issues related to chil- details on least-toxic household products and alternative dren. Its website provides information on removing toxic household solutions. Healthy Schools Campaign Pesticide Action Kit

An earlier version of the Healthy Schools Pesticide Action Kit was developed for use in California by the following organizations:

Californians for Pesticide Reform (CPR) 49 Powell Street, Suite 530 San Francisco, CA 94102 Phone: 415-981-3939, 1-888-CPR-4880 (California only) Email: [email protected] Website: www.igc.org/cpr

California Public Interest Research Group (CALPIRG) 3486 Mission Street San Francisco, CA 94110 Phone: 415-206-9338 Email: [email protected] Website: www.pirg.org/calpirg

Pesticide Action Network North America (PANNA) 49 Powell Street, Suite 500 San Francisco, CA 94102 Phone: 415-981-1771 Email: [email protected] Website: www.panna.org

Pesticide Watch Education Fund (PWEF) 3486 Mission Street San Francisco, CA 94110 Phone: 415-206-9185 Email: [email protected] Website: www.pesticidewatch.org

Physicians for Social Responsibility—Los Angeles 3250 Wiltshire Blvd #1400 Los Angeles, CA 90010-1438 Phone: 310-458-2694 Email: [email protected] Website: www.psrla.org

Women’s Cancer Resource Center 3023 Shattuck Avenue Berkeley, CA 94705 Phone: 510-655-4921 Email: [email protected] Website: www.wcrc.org

For more information on school pest control that protects children’s health, contact the Washington Toxics Coalition at (206) 632-1545 or [email protected].